the intersection of psychology and neurosciencepositive-psychology-interest-group.weebly.com/... ·...
TRANSCRIPT
A new approach to developing ‘soft skills’ lies at the intersection of psychology and neuroscience
Developing Great Citizens
From a Focus on Content ….
To a Focus on Learning Skills ….
9 Melbourne Schools
A Case StudyThe Objective :
Developing Student Self Agency
in Their Own Learning
Future Education
Educational Psychology
Cognitive Neuroscience
Pedagogy CurriculumInformation Technology
Education is Evolving in line with Recent Scientific Advances
Education is expanding beyond just Curriculum and Traditional Pedagogy.
Newer Scientific Disciplines are being incorporated into Educational Practices.
Cognition Emotion Personality Wellness
The four fundamental domains of human performanceCombining Psychometrics, Cognition and Wellness into one Common Assessment and Training Platform
Providing the Teacher with a Digital Dashboard that shows a Holistic Perspective of each Student and an aggregated view of the Class This helps to better identify core needs and more
accurately target programs and interventions.
Providing the Student with greater insight into themselves and their abilities. The goal is for the student to have a series of intrinsic
experiences in building their own core capacities. Learning that with effort they can grow – that intelligence is not is fixed, it is plastic.
Digital Dashboards for both Students and Classes
Objective : Student Self Agency
Objective : Classroom Differentiation
Big Data Performance
Analytics
© Copyright Proactive Ageing 2013
Adapted from Huppert et al. (Eds) “The Science of Wellbeing” and Reproduced in the UK Govt’s “Foresight Project on Mental Capital 2008”
Objective : Positively Influencing the Entire Learning Spectrum
Our intention is to impact positively on this entire spectrum, not just the Children with major Learning Difficulties.
Highly targeted and personalised
Interventions
(The Elite Performers)
Highly targeted and personalised Interventions
More generic “capacity building”
interventions
Objectives
• Classroom Differentiation• Personalised Learning
But How do we do it ???
Scope of Schools Program (2015-6)
Pilot Project– Key Questions(1) Is there an improvement in Student Metacognition
(2) Are there benefits in running/managing Classes
Classroom MetricsRegular Teacher Feedback
Data Collection by ISV Facilitators
Component Skills – Task Data Training Session CQ, EQ, PQ, WQ Skills
Automated Data Collection by the Software
BaselineData
Gathering
Post ProgramData
Gathering
Three Levels of Data Collection and Analysis
1
2
3
Dashboard
Intervention Spreadsheet
Customised Reporting for Each School
Student's Reflective
Journal
© Copyright Proactive Ageing 2015
Time Management Objectives
before
after
Term 1 Term 2 Term 3 Term 4
Educational ContentEducational ContentEducational Content Educational Content
Educational ContentEducational ContentValue Add
TimeTargeted Capacity Building
1:1 (~4%)
Small Group (~15%)
Whole Class (~80%)
Source : Margaret Foster, Learning & the Brain Society (2014)
Student Teacher Ratios (before)
1:1 (~1%)
Small Group (~4%)
Whole Class (~95%)
Source : Margaret Foster, (Adapted)Learning & the Brain Society (2014)
Student Teacher Ratios (after)
1% miss out
Students who need ….
Students who can learn in a …
Students who can learn in the …
Students who need ….
Students who can learn in a …
Students who can learn in the …
Getting Students “Ready to Learn”
The Program is About ….
Bringing Together a Number of Key Themes
• Growth Mindsets (Dweck)
• Metacognition (Thinking, Feeling & Context)
• Bridging & Scaffolding through increasing layers of thinking abstraction/complexity (e.g. SOLO)
• Learning Dispositions (CLARA)
• Personality Styles
• A Suite of Cognitive Skills • A Suite of Emotional Skills• A Suite of Wellness Skills• Neuroplasticity
• Data Analytics Dashboard
Objectives for …..
The Student
• Cognitive & Emotional Awareness• Building Metacognitive Skills• Self Agency in their own learning
The Teacher
• Personalised Learning• Classroom Differentiation• Data Analytics (Improved Visibility)
• Teacher as Facilitator or Coach
Moving from a focus on acquiring content based knowledge ….
….. to building learning capacity and capability
© Copyright Proactive Ageing 2013
Services Framework for Schools
Longitudinal Data
Continuous Improvement
Active Program Development
© Copyright Proactive Ageing 2013
Multiple Research Groups
Goals : • Empowering the Teacher
in terms of their “Craft of Teaching”• Classroom Differentiation and
Targeted (Personalised) Learning• Bridging (“Active Transfer”) through
ever Higher Layers of Abstraction
Pedagogy Domains • Learning to Learn• Thinking about Thinking
(Meta-Cognition)• Mindsets & Self
Management Skills• More Holistic Perspectives
of Student Capabilities
Teachers
Methodology(flows down)
Teacher Experiences & Evidential Data
(flows up)
Pedagogy Development
Regional Champions & Peer Coaches
Teachers & Communities of
Interest
LongitudinalObjective Data
Operational Deployment in Schools
Continuous Improvement
Cycle
© Copyright Proactive Ageing 2013
• Common Taxonomy
• Common Metrics
Services Framework for Schools
Translational Research Platform
Quality Assurance
Productivity
Evidence of “What Works”
LongitudinalMetrics
Education Leadership
Govt Policy
Research Metrics have High Weight of Evidence
Continuous Improvement
Neuroscience
Pedagogy
& Others .....
Multiple Research Groups
Active Product Development
• Cohort Recruitment• Cohort
Management• Common
Infrastructure Platform
• Hypothesis• Methodology• Ethics• Project Mgt• Data Analysis• Publication
Customer • Feedback, • Relationship
Mgt, & • Loyalty
Programs
Customer Engagement
Active Participation in Research
Links to Research Institutions
© Copyright Proactive Ageing 2013
Data : A Framework for a Coaching Conversation
The Real benefit is what we do with the Information.
It’s the Translation into Practice (the Actual Teaching) that Matters.
You Can’t Manage What You Can’t Measure
The Springboard Effect
© Copyright Proactive Ageing 2015
Children should understand that Intelligence is not a fixed trait, but grows with effort.
Growth Mindset : An Attitude to Thinking and Effort
Bloom's Taxonomy (2D Model)
Moving Beyond Content
Thinking about ......
EmotionsContext
The Situation at Hand
© Copyright Proactive Ageing 2010
Thoughts
Awareness of Subjective
Experiences
Objective Decision Making
+Awareness of the External World
Our Biology
The Situation
Instinctive Reaction
Developing Meta Cognition and Self Awareness
Reflexes
Teaching Meta-Cognition Teaching Reflective Behaviour
• Thinking About Thinking (& Learning)• Thinking About Feeling (Self Awareness)• Thinking About the Situational Context
Skill Development
• To gain Mastery over managing increasingly complex concepts and situations
A Framework for a Coaching Conversation
What is Meta-Cognition
Traditionally Metacognition is referred to as the process of “thinking about thinking”. Metacognition refers to one's knowledge concerning one's own cognitive processes or anything related to them.
For example :
• I find it easy to learn French but hard to learn maths• I don’t know how to say “I learn” in French so should ask for help• I don’t ask for help enough when I am learning• Learning the past-tense is hard so I should allow more time for it
It is strongly related to concepts such as self-regulation, personal monitoring, and active planning.
We extend the definition to include ……
1) Thinking about our Thinking2) Thinking about our Feeling3) Thinking about our Context
Thinking processes used to plan, self monitor, and assess one’s understanding and performance.
Meta-Cognition includes a critical awareness of • one’s thinking and learning process, • oneself as a thinker and learner.
© Copyright Proactive Ageing 2013
© Copyright Proactive Ageing 2014
Self Agency : An Attitude to Personal Feeling and Context
A Framework for a Coaching Conversation
Extending Beyond the Resilience Theme
Daniel Goleman’s Framework of Emotional Intelligence
Start with Self Awareness
& Build aStrong
Foundation
Emotions drive learning, decision making, creativity, relationships, and health. The Yale Center for Emotional Intelligence uses the power of emotions to create a more effective and compassionate society. The Center conducts research and teaches people of all ages how to develop their emotional intelligence. Refer http://ei.yale.edu/ruler/the-anchors-of-emotional-intelligence/
RULER Program from Yale University
A Framework for Coaching Conversations
Zone of Proximal Development Lev Vygotsky
(Neuroscience : Threshold Training)
Future Learning
Child’s Aspirations
Zone of Proximal Development
Learns through Teacher Mediation &
Scaffolding
Student’s Current Capability
Can Work Unassisted
Vygotsky believed that how children develop depends on their interaction with others more experienced than themselves. Two of the principles of his work were …
• MKO (the ‘more knowledgeable other’), and • ZPD (the ‘zone of proximal development’).
Vygotsky identified the Zone of Proximal Development as the distance between what a child can already do without guidance and the level of performance they are capable of achieving through problem solving with help. The ZPD contains skills and concepts that are not yet fully developed but are "on the edge of emergence" emerging only if the child is given appropriate support.
The size of the zone to be crossed differs from child to child. Understanding the ZPD is helpful in establishing how ready a child is to benefit from the next stages of development/ learning. The assistance provided within the zone has been termed scaffolding(Wood, Burner and Ross, 1976), and is now a recognised integrated teaching practice. As the child becomes more proficient, the More Knowledgeable Other will reduce the amount of guidance.
Vygotsky’s theories are also relevant to collaborative learning. In a peer group, members should have different levels of ability, with the more skilled in the group helping the others to understand and learn. When it comes to differentiation, teachers who know their students’ ZPDs can make sure they receive the correct levels of challenge and support to achieve their potential.
Teach Kids About Their Brains….. and How it Works
Neural Networks –New Insights into the Brain
• The brain is also the most complex structure known to man. • It contains more than 100 billion neurons (brain cells).• Each neuron is connected to around 10,000 other neurons. • That’s one million billion connections that need to be maintained !!!
© Copyright Proactive Ageing 2010
Learning Exercises Restoring BalanceMemory Creation Memory Consolidation
Our Brains are approximately 2%of our body weight (<1.4 kg), but …
• processes 20% of thebody’s oxygen, and
• 25% of the body’s glucose(energy consumption)
It needs Rest & Repair just like our Muscles do.
The Rest & Repair phase allowsthe new Neural Networks createdthrough learning to consolidate.
Balancing Exercise & Rest for Optimal Performance
© Copyright Proactive Ageing 2010
Use It (positive plasticity) or Lose It (negative plasticity)
Synapse (Network) Connection Synapse (Network) PruningOur Natural Brain Process
Neuroplasticity is the ability of the brain to continually change or learn as a result of your learning experiences.
Neuroplasticity ....... How You can Change Your Brain
Healthy Neuron Active Neural Network Unhealthy Neuron Inactive Neural Network
© Copyright Proactive Ageing 2010
Flourishing Dendrites
Bigger Neural Networks
Faster Axons
Healthy Brains Unhealthy Brains
Why Emotions are more Powerful than Conscious Thought
You can’t turn any part of your brain off .....
Conscious Part
Unconscious Part
This part is, of necessity, very powerful.
It is responsible for keeping you (1) Alive and (2) Socialising / Reproducing
It will override your neocortex whenever these functions are under threat.
...... But you can focus your attention (your consciousness) on things of your choosing.
The Limbic System
Basic Sensory & Motor Functions
The Brain Stem & Spinal Cord
The NeoCortex
Frontal Cortex
© Copyright Proactive Ageing 2013
Pituitary Gland
A small structure at the base of the brain which releases a wide variety of hormones that in turn control the activity of the bodies other hormone glands. In humans, it is roughly the size of an pea.
Hypothalamus
One of the most important functions of the hypothalamus is to link the nervous system to the endocrine system via the pituitary gland.
The hypothalamus is just above the brainstem. In humans, it is roughly the size of an almond.
The hypothalamus is responsible for most metabolic processes and other activities of the autonomic nervous system.
It stimulates or inhibits the secretion of hormones, which drives our endocrine system – the source of our feelings
You Cannot Separate Emotions from Thinking
They are part of the Same Biological Process
Pre-Motor Cortex
The Emotional Encoding Network
• Cortical processes• Limbic processes
The corticolimbic circuit integrates motivationally salient information into the neocortex and makes decisions about action.
• Strengthening Behaviours• Strengthening Memories
The Limbic System exerts “Bottom Up” Indicators as to Our Emotional State
The System is Plastic
Concrete Experience
(Collecting)
Abstract Hypothesis
(Creating)
Reflective Observation(Analysing)
Active Testing(Doing)
sensory association
cortex
Adapted from “The Art of Changing the Brain” by Professor James E. Zull
Zull’s Learning Cycle
frontal integrative
cortex
temporal integrative
cortex
premotor& motor cortex
Description of Some of Our “Base Level” Cognitive Skills
© Copyright Proactive Ageing 2010
Presenter Info
Steve ZanonCompany Director, Proactive Ageing Pty Ltd.
PO Box 6068, St. Kilda Road Central, Melbourne, Australia, 8008www.proactive-ageing.com
Mobile 0414 467 535
Company Purpose : My professional goal is to help develop organisations and communities that motivate and assist their people to want to take a proactive approach in their own mental, physical & social wellbeing. To build a strong platform from which to engage in active fulfilling lives and better collaborate with and participate in their collective networks for mutual benefit.
Specialities : Developing and deploying new products and services in emerging markets.
Research Linkages : I have developed an extensive network of research institutions both locally in Australia and around the world. These connections supply significant value to the consumer education, training and management consultancy that we provide in a variety of industries that are now enthusiastically examining the potential for adopting effective psychology and neuroscience interventions.
Life Experience : Most recently, 7 years as an Independent Entrepreneur, running several businesses. Prior to that over 25 years in services industries, including a global role in a multinational. Over 15 years product development experience, 15 years martial arts training progressing to national competition (UK), Australian government professional sports coaching qualification (level 2), psychotherapy, mindfulness meditation, and independent travel in more than 60 countries.